Teaching Innovation in Language Pedagogy: Going Beyond the Methods and the Myths

Language Pedagogy has always been characterized by a dichotomy between the benefits of innovation, and the academic safety of trying to emulate the results achieved in the past by following known methods and proven theories. Although both currents are equally necessary for a positive progress within the field, adhering to a method beforehand might result in a lack of dynamism, as well as in a loss of valuable opportunities to further the results of the students and to maximize performance in the main factors that influence the learning process: time management, content validity and knowledge assimilation. It is clearly arguable that other variables also play a valid role within the pedagogical process; however the fact that time is a limitation in any human activity, the necessity for useful and updated contents, or the desirability for a successful acquisition of knowledge are three points that should be beyond contestation.